Читать книгу Great Pianists on Piano Playing - James Francis Cooke - Страница 15

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How does the American aspirant compete with Nathan? Are there not as fine teachers here in America as in Europe? Is it really necessary to go to Europe to "finish" one's musical education? Can one not become a virtuoso in America?—more questions with which editors and teachers are constantly plied. Can one who for years has waged a battle for the American teacher and American musical education answer this question without bias? Can we who trace the roots of our lineage back to barren Plymouth or stolid New Netherland judge the question fairly and honestly?

One case suffices to show the road which the American virtuoso is likely to travel. She is still a young woman, in her twenties. Among her teachers was one who ranks among the very best in America. Her general education was excellent—in fact far superior to that of the average young lady of good family in continental Europe. While in her early teens she became the leading feature at conservatory concerts. Her teacher won many a profitable pupil through her brilliant playing. She studies, as do so many American pupils, without making a regular business of it. Compared with the six year all day, week in and week out course which Nathan pursued in Odessa our little compatriot was at a decided disadvantage. But who ever heard of a music student making a regular business of learning the profession as would a doctor or a lawyer? Have not students contented themselves with two lessons a week since time immemorial? Need we go further to discover one of the flaws in our own educational system—a flaw that is not due to the teacher or to the methods of instruction, but rather to our time-old custom. Two lessons a week are adequate for the student who does not aspire to become a professional, but altogether insufficient for the student who must accomplish a vast amount of work in a comparatively small number of years. She requires constant advice, regular daily instruction and careful attention under experienced instructors. Teachers are not to be blamed if she does not receive this kind of attention, as there are abundant opportunities now in America to receive systematic training under teachers as thorough, as able and as inspiring as may be found in Europe. The excuse that the expense is greater in America falls when we learn the very high prices charged by leading teachers in Germany, Austria and France.

To go back to our particular case, the young lady is informed at the end of a course of two or three lessons a week during two or three years, that she is a full-fledged virtuoso and may now enter the concert field to compete with Carreño, Bloomfield-Zeisler or Goodson. Her playing is obviously superior to that of her contemporary students. Someone insists upon a short course of study abroad—not because it is necessary, but because it might add to her reputation and make her first flights in the American concert field more spectacular. Accordingly she goes to Europe, only to find that she is literally surrounded by budding virtuosos—an army of Nathans, any one of whom might easily eclipse her. Against her personal charm, her new-world vigor, her Yankee smartness, Nathan places his years of systematic training, his soul saturated in the music and art of past centuries of European endeavor and perhaps his youth of poverty which makes success imperative. The young lady's European teacher frankly tells her that while her playing is delightful for the salon or parlor she will never do for the great concert hall. She must learn to play with more power, more virility, more character. Accordingly he sets her at work along special muscle-building, tone-cultivating, speed-making lines of technic in order to make up for the lack of the training which the young lady might easily have had at home had her parents been schooled to systematic daily study as a necessity. Her first technical exercises with the new teacher are so simple that the young woman is on the verge of despair until she realizes that her playing is really taking on a new and more mature character. She has been lifting fifty pound weights occasionally. Her teacher is training her to lift one hundred pound weights every day. She has been sketching in pastels—her teacher is now teaching her how to make Velasquez-like strokes in oils. Her gain is not a mere matter of loudness. She could play quite as loud before she went to Europe. There is something mature in this new style of playing, something that resembles the playing of the other virtuosos she has heard. Who is the great European master who is working such great wonders for her? None other than a celebrated teacher who taught for years in America—a master no better than dozens of others in America right now. Can the teachers in America be blamed if the parents and the pupils fail to make as serious and continued an effort here? Atmosphere—bosh! Work, long, hard and unrelenting—that is the salvation of the student who would become a virtuoso. With our increasing wealth and advancing culture American parents are beginning to discover that given the same work and the same amount of instruction musical education in America differs very slightly from musical education abroad.

But we are deserting our young virtuoso most ungallantly. In Berlin she hears so many concerts and recitals, so many different styles of playing, that she begins to think for herself and her sense of artistic discrimination—interpretation, if you will—becomes more and more acute. Provided with funds for attending concerts, she does regularly, whereas in America she neglected opportunities equally good. She never realized before that there could be so much to a Brahms Intermezzo or a Chopin Ballade. At the end of her first year her American common-sense tells her that a plunge into the concert field is still dangerous. Accordingly she remains two, or possibly three, more years and at the end if she has worked hard she is convinced that with proper management she may stand some chance of winning that fickle treasure, public favor.

"But," persists the reader, "it would have been possible for her to have accomplished the same work at home in America." Most certainly, if she had had any one of the hundred or more virtuoso teachers now resident in the United States all of whom are capable of bringing a highly talented pupil to virtuoso heights—and if in their teaching they had exerted sufficient will-power to demand from the pupil and the pupil's parents the same conditions which would govern the work of the same pupil studying in Europe. Through long tradition and by means of endless experiences the conditions have been established in Europe. The student who aspires to become a professional is given a distinctively professional course. In America the need for such a training is but scantily appreciated. Only a very few of us are able to appraise the real importance of music in the advancement of human civilization, nor is this unusual, since most of us have but to go back but a very few generations to encounter our blessed Puritan and Quaker ancestors to whom all music, barring the lugubrious Psalm singing, was the inspiration of the devil. The teachers, as has been said before, are fully ready and more than anxious to give the kind of training required. Very frequently parents are themselves to blame for the slender dilettante style of playing which their well-instructed children present. They measure the needs of the concert hall by the dimensions of the parlor. The teacher of the would-be professional pupil aspires to produce a quantity of tone that will fill an auditorium seating at least one thousand people. The pupil at home is enjoined not to "bang" or "pound." The result is a feeble, characterless tone which rarely fills an auditorium as it should. The actor can not forever rehearse in whispers if he is to fill a huge theater, and the concert pianist must have a strong, sure, resilient touch in order to bring about climaxes and make the range of his dynamic power all-comprehensive. Indeed, the separation from home ties, or shall we call them home interferences, is often more responsible for the results achieved abroad than superior instruction.

Unfortunately, the number of virtuosos who have been taught exclusively in America is really very small. It is not a question of ability upon the part of the teacher or talent upon the part of the pupil. It is entirely a matter of the attitudes of the teacher, the pupil and the pupil's home advisers. Success demands strong-willed discipline and the most lofty standards imaginable. Teachers who have taught for years in America have returned to Europe, doubled and quadrupled their fees, and, under old-world surroundings and with more rigid standards of artistic work, have produced results they declare would have been impossible in America. The author contends that these results would have been readily forthcoming if we in America assumed the same earnest, persistent attitude toward the work itself. If these words do no more than reach the eyes of some of those who are advising students wrongly in this matter they will not have been written in vain. The European concert triumphs of Mrs. H. H. A. Beach, whose training was received wholly in the United States, is an indication of what may be achieved in America if the right course is pursued. Conditions are changing rapidly in our country, particularly in the wonderful West and Middle-West. It seems likely that many pianists without foreign instruction of any kind will have as great success in our concert field as have many of our best opera singers who have never had a lesson "on the other side."

Our little pianist has again been playing truant from our manuscript. Let us see what happens to her when she finished her work with the famous teacher abroad. Surely the making of a virtuoso is an expensive matter. Let us take the estimate of the young pianist's father, who practically mortgaged his financial existence to give his daughter the right musical training.